The effects of technology‐enhanced formative evaluation on student performance on state accountability math tests

Technology‐enhanced formative evaluation (TEFE) could enhance student achievement while diminishing the burden of formative evaluation for educators. The current study examined data from 360 randomly selected schools that either used a TEFE program for 1 year to 4 years 11 months, for 5 or more years, or not at all. Analyses of covariance found a significant and moderate to large (d = .51 and .78) effect on percentage of students who scored proficient on state accountability tests in math. Moreover, among schools that used TEFE, those with a non‐White student population of at least 50% scored in the proficient range on state math tests at a rate equal to that of those with at least 50% White students. A significant and moderate to large (d = .71) effect was found, however, between these two groups of schools among schools that did not use a TEFE program. © 2010 Wiley Periodicals, Inc.     

First off the blocks: professional experience and learning for first-year preservice Physical and Health Education teachers

Recent research focusing on professional experience has shifted towards understanding preservice teachers' learning. The aim of this study was to gain insight into the learning of preservice Physical and Health Education teachers throughout three progressively designed professional experiences. Ten volunteering first-year preservice teachers, who were enrolled in a four year degree, were recruited. A qualitative practitioner inquiry approach was employed, with participants interviewed twice to provide insights into their learning and theorising of practice. Key themes emerged around the relationship between the unit content (theory) and professional experience (practice); notions of professionalism; engagement with the syllabus and lesson planning; communication; and understanding of students. Findings indicate the potential of microteaching placements as stepping-stones to larger, more intense professional experience placements. However, future research is needed to provide stronger evidence for these placements.     

老板不会对你说的7句话

1."I payyour salary.You have to do what I say."我付你薪水,你就要按我说的做.     

Methods for measuring student response to stimulant medication: A meta‐analytic review

Measuring student response to interventions has become an important role for school psychologists. Children with Attention‐Deficit/Hyperactivity Disorder (ADHD) are frequently treated with stimulant medication, but the response to the treatment is rarely adequately assessed. The current study examined the sensitivity of measures used to assess the outcomes of stimulant medication for children identified with ADHD using meta‐analytic procedures. A total of 812 articles were reviewed with 35 being selected for the study based on a common treatment protocol of .3 to .5 mg/kg with a 2‐ to 8‐week pre‐ and post‐test interval. Measures were categorized as behavioral, psychological, or physiological. A total of 81 effect sizes were computed with a total unbiased estimate of effect of .53 and unbiased estimates of effect of .11 for physiological measures, .38 for psychological measures, and .56 for behavioral measures. Tests of homogeneity found nonsignificant results within each of the three categories. © 2009 Wiley Periodicals, Inc.     

Patterns of locomotor regulation during the pole vault approach phase

A successful approach phase is key to achieving high performances in the pole vault. The aim of this study was to explore the nature of locomotor control patterns during the pole vault approach phase. Fourteen well-trained athletes performed ten jumps which were recorded using 2D video sampling at 200 Hz and analysed. Key kinematics were reconstructed from camera data using a modified 2D-DLT. Patterns of regulation were determined from the standard deviation of footfall locations during the approach phase. These patterns were found to be highly individual but structural differences between those who did and those who did not regulate were identified. Regulation of locomotion was associated with an ability to produce functionally adaptable movement patterns and the consistent achievement of desired performance outcomes. Coaches should include training exercises that require intentional use of regulation to aid athletes in achieving the flexibility to adapt to changing constraints during the approach phase. Athletes should be considered on an individual basis in order to effectively, efficiently and safely improve performance.     

An inquiry-based learning approach to teaching information retrieval

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal.